This study explores the integration of socio-emotional and behavioural competencies in education during the digital era, where technology-based learning and everyday environments present both opportunities and challenges for student wellbeing. A systematic literature review was conducted following PRISMA 2020 guidelines, synthesizing evidence from 19 peer-reviewed studies identified through searches between 2020 and 2025, with included studies published between 2023 and 2025. The study examines how socio-emotional and behavioural competencies can be embedded through the EBSCOM model within the education system, across four domains: emotional, behavioural, social, and contextual. Findings indicate that digital mental health programs and sleep-focused interventions improve emotional outcomes, while self-regulated learning strategies enhance academic performance when supported by effective course design. Social support reduces psychological stress, although cyberbullying remains a significant risk. Institutional factors such as platform reliability, policy alignment, and AI literacy strongly influence engagement and resilience. The EBSCOM model provides a structured framework to align curriculum, educator development, and institutional support in fostering holistic wellbeing. Implications include the need for proactive policies, integration of self-regulated learning and AI literacy into curricula, and targeted psychological support. Future research should focus on implementation strategies, equity of access, and the role of AI literacy in maintaining academic integrity.
Johar et al. (2025) studied this question.